Illinois Standards Aligned Instruction for Libraries

Transcription

1 Illinois Standards Aligned Instruction for Libraries

2 Permissions and Acknowledgements Permission has been obtained from the following organizations to use their materials in this document: Iowa City Community School District American Association of School Librarians (AASL) Illinois State Board of Education (ISBE) and Guided by NETS for Students: National Educational Technology Standards for Students, Second Edition, 2007, ISTE (International Society for Technology in Education), All rights reserved. Permission to use, reproduce, and distribute this document in its entirety is hereby granted for private, non-commercial and educational purposes only. For any use of this material outside of the I-SAIL framework, permission must be obtained individually from each of these organizations. The Illinois School Library Media Association (ISLMA) would like to express its appreciation to the following groups and individuals in assisting with the design and development of this project: The Alliance Library System (ALS) ALS Focus Group ISLMA Standards Committee consisting of: Becky Robinson, Chair Angie Green, Christy Semande, Connie Amon, Dorsey Chambers, Kristen Considine John Moranski, Daniel Russo Last Updated 10/28/2009 I-SAIL 2

3 Table of Contents: Section 1- I-SAIL Purpose Page 4 Vision Page 4 History Page 4 I-SAIL Standards Page 5 Grades K-2 Curriculum Pages 6-22 Grades 3-5 Curriculum Pages Grades 6-8 Curriculum Pages Grades 9-12 Curriculum Pages WIKI Resources Page 105 Section 2- I-SAIL Technology Version A Note on the Purpose and Use of the Technology Related Version Page 108 Grades K-2 Technology Curriculum Pages Grades 3-5 Technology Curriculum Pages Grades 6-8 Technology Curriculum Pages Grades 9-12 Technology Curriculum Pages Last Updated 10/28/2009 I-SAIL 3

4 Purpose: To empower, educate, and encourage school library media specialists to utilize this tool to teach information literacy skills to their students; thereby preparing the students for college and an information fluent society. Vision: It is the vision of the ISLMA Standards Committee that this curriculum would also be used to aid in demonstrating the cross-curricular value of school libraries. If used properly, this curriculum along with collaboration of other classroom teachers will provide the data many administrators use for decision-making. History: Annually, the Alliance Library System consulting staff conducts site visits at each of the member libraries. In 2007 one trend noticed by the staff was the need for an information literacy or library skills curriculum aligned with the Illinois Learning Standards and the new American Association for School Librarians (AASL) standards. In January 2008 a focus group researched sample curricula and drafted the format of the final tool. In August 2008 the Alliance Library System staff, with the help of member librarians, published the first version in CD format and as a wiki online. In October 2008 the curriculum was presented to the Illinois School Library Media Association (ISLMA) for adoption as a statewide model. Last Updated 10/28/2009 I-SAIL 4

5 I-SAIL Standards Standard 1: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self-motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests

6 Standards for Grades K-2 Last Updated 10/28/2009 I-SAIL 6

7 Grades K-2: Standard 1: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Understands basic organizational pattern of library B. Locates parts of a book 1. Defines difference between fiction and nonfiction 2. Recognizes call number and begins to understand grouping of materials by call number 3. Asks a question about finding a book 4. Identifies author, title, title page, illustrator, cover, spine English 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms. 1.C.1c Make comparisons across reading selections 1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters) 2.A.1b Classify literary works as fiction or nonfiction. Math 6.A.1a Identify whole numbers and compare them using the symbols <, >, or = and the words less than, greater than, or equal to, applying counting, grouping and place value concepts 9.B.1a Identify and describe characteristics, similarities and differences of geometric shapes 9.B.1b Sort, classify and compare familiar shapes 10.B.1a Formulate questions of interest and design surveys or experiments to gather data Use prior and background knowledge as context for new learning Develop and refine a range of questions to frame the search for new understanding Find, evaluate, and select appropriate sources to answer questions Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Demonstrate creativity by using multiple resources and formats Display persistence by continuing to pursue information to gain a broad perspective Use interaction with and feedback from teachers and peers to guide own inquiry process Seek appropriate help when it is needed. Last Updated 10/28/2009 I-SAIL 7

8 Science 11.A.1a Describe an observed event 11.A.1b Develop questions on scientific topics 11.A.1c Collect data for investigations using measuring instruments and technologies 13.A.1c Explain how knowledge can be gained by careful observation Social Sciences 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources) 17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each Last Updated 10/28/2009 I-SAIL 8

9 Grades K-2: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Differentiates between fact and fiction B. Identifies appropriate sources of information C. Finds facts to answers in more than one source. 1. Uses headings, subheadings, table of contents, index 2. Identifies the appropriate use of reference materials, e.g. print and/or non-print encyclopedia, atlas, nonfiction book, website, etc Identifies the names of sources used. 4. Organizes information into different forms 5. Draw a conclusion about the main idea 6. Create individual or collaborative projects to share with others English 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1b Cite sources used 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, non-print, human and technological resources to acquire and use information Math 6.C.1b Show evidence that whole number computational results are correct and/or that estimates are reasonable 7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks, watches both analog and digital) 7.B.1a Given a problem, describe possible methods for estimating a given measure 8.A.1a Identify, describe and extend simple geometric and numeric patterns 8.C.1 Describe the basic arithmetic operations (addition, subtraction, multiplication, division) orally, in writing and using concrete materials and drawings 8.D.1 Find the unknown numbers in whole Organize knowledge so that it is useful Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Use the writing process, media and visual literacy, and technology skills to create products that express new understandings Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence Demonstrate personal productivity by completing products to express learning Connect understanding to the real world Consider diverse and global perspectives in drawing conclusions Determine how to act on information (accept, reject, modify) Develop directions for future investigations Access the process by which learning was achieved in order to revise strategies and learn more effectively in the future Last Updated 10/28/2009 I-SAIL 9

10 number addition, subtraction, multiplication and division situations 9.C.1 Draw logical conclusions and communicate reasoning about simple geometric figures and patterns using concrete materials, diagrams and contemporary technology 10.A.1b Answer questions and make predictions based on given data 10.B.1c Analyze data, draw conclusions and communicate the results 10.C.1a Describe the concept of probability in relationship to likelihood and chance Science 11.A.1a Describe an observed event 11.A.1d Record and store data using available technologies 11.A.1e Arrange data into logical patterns and describe the patterns 11.A.1f Compare observations of individual and group results 11.B.1a Given a simple design problem, formulate possible solutions 11.B.1b Design a device that will be useful in solving the problem 11.B.1c Build the device using the materials and tools provided 11.B.1d Test the device and record results using given instruments, techniques and measurement methods 11.B.1e Report the design of the device, the test process and the results in solving a given problem 12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions 12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone) 12.B.1a Describe and compare characteristics of living things in relationship to their environments Last Updated 10/28/2009 I-SAIL 10

11 12.B.1b Describe how living things depend on one another for survival 12.C.1a Identify and compare sources of energy (e.g., batteries, the sun) 12.C.1b Compare large-scale physical properties of matter (e.g., size, shape, color, texture, odor) 12.D.1a Identify examples of motion (e.g., moving in a straight line, vibrating, rotating) 12.D.1b Identify observable forces in nature (e.g., pushes, pulls, gravity, magnetism) 12.E.1a Identify components and describe diverse features of the Earth s land, water and atmospheric systems 12.E.1b Identify and describe patterns of weather and seasonal change 12.E.1c Identify renewable and nonrenewable natural resources 12.F.1a Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system 12.F.1b Identify daily, seasonal and annual patterns related to the Earth s rotation and revolution 13.A.1b Explain why similar results are expected when procedures are done the same way 13.A.1c Explain how knowledge can be gained by careful observation 13.B.1a Explain the uses of common scientific instruments (e.g., ruler, thermometer, balance, probe, computer) 13.B.1b Explain how using measuring tools improves the accuracy of estimates 13.B.1c Describe contributions men and women have made to science and technology 13.B.1d Identify and describe ways that science and technology affect people s everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations) 13.B.1e Demonstrate ways to reduce, reuse and recycle materials Last Updated 10/28/2009 I-SAIL 11

12 Social Sciences 16.A.1a Explain the difference between past, present and future time; place themselves in time 16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources) 16.A.1c Describe how people in different times and places viewed the world in different ways 16.E.1 (W) Describe how the local environment has changed Physical Development and Health 21.B.1 Work cooperatively with another to accomplish an assigned task 24.A.1b Identify positive verbal and nonverbal communication skills (e.g., body language, manners, listening) Last Updated 10/28/2009 I-SAIL 12

13 Grades K-2: Standard 3: Uses information accurately, creatively, and ethically to share knowledge and participate ethically and productively as members of our democratic society Organizes information for practical application Integrates new information into one's own knowledge Produces and communicates information and ideas in appropriate formats Devises strategies for revising and improving process and product Practices ethical behavior in regard to information and information technology (including freedom of speech, censorship, copyright and plagiarism) LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Communicates results 1. Edits, formats, spell English Collaborate with others to broaden and of information search checks, saves, proofreads, 2.B.1a Respond to literary materials by deepen understanding. in format appropriate and prints original connecting them to their own experience Respect copyright/intellectual property for content documents using a word and communicate those responses to rights of creators and producers. B. Understands the need processor others Collaborate with others to exchange ideas, for citing sources of 2. Collaborates with other 3.A.1 Construct complete sentences which develop new understandings, make information students to solve demonstrate subject/verb agreement; decisions, and solve problems. (copyright) information problems appropriate capitalization and punctuation; Use the writing process, media and visual C. Observes Internet 3. Organizes information correct spelling of appropriate, highfrequency words; and appropriate use of products that express new understandings. literacy, and technology skills to create guidelines and using such techniques as protocols as defined graphic organizers, the eight parts of speech Demonstrate personal productivity by in the district s storyboarding or webbing 3.B.1a Use prewriting strategies to generate completing products to express learning. policies 4. Creates products using and organize ideas (e.g., focus on one topic; Use valid information and reasoned multimedia techniques organize writing to include a beginning, conclusions to make ethical decisions. 5. Presents the results of middle and end; use descriptive words Recognize new knowledge and information search in a when writing about people, places, things, understanding. new form events) Conclude an inquiry-based research 6. Presents, performs or 3.B.1b Demonstrate focus, organization, process by sharing new understandings and shares a product elaboration and integration in written reflecting on the learning. successfully compositions (e.g., short stories, letters, Participate and collaborate as members of 7. Evaluates projects essays, reports) a social and intellectual network of learners. 8. Recognizes the need for 3.C.1a Write for a variety of purposes including Use writing and speaking skills to citing sources and begins description, information, explanation, communicate new understandings to make simple persuasion and narration effectively. Last Updated 10/28/2009 I-SAIL 13

14 bibliographies 9. Respects different points of view and opinions 3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes 4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension 4.A.1d Use visually oriented and auditory based media 4.B.1a Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell) 4.B.1b Participate in discussions around a common topic 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, non print, human and technological resources to acquire and use information Math 6.B.1 Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division 7.A.1b Measure units of time using appropriate instruments (e.g., calendars, clocks, watches both analog and digital) 7.B.1b Compare estimated measures to actual measures taken with appropriate measuring instruments 7.C.1 Determine perimeter and area using concrete materials (e.g., geoboards, square tiles, grids, measurement instruments) 8.A.1b Solve simple number sentences (e.g., 2 + = 5) 8.B.1 Solve problems involving pattern identification and completion of patterns 10.A.1a Organize and display data using Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess Connect learning to community issues Use information and technology ethically and responsibly Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions Demonstrate teamwork by working productively with others Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community Respect the differing interests and experiences of others, and seek a variety of viewpoints Use knowledge and information skills and dispositions to engage in public conversation and debate around issues of common concern Create products that apply to authentic, real-world contexts Contribute to the exchange of ideas within and beyond the learning community Use information and knowledge in the service of democratic values Assess the quality and effectiveness of the learning product Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints Organize personal knowledge in a way that can be called upon easily Participate in the social exchange of ideas, both electronically and in person Practice safe and ethical behaviors in Last Updated 10/28/2009 I-SAIL 14

15 pictures, tallies, tables, charts or bar graphs Science 11.A.1a Describe an observed event 11.A.1d Record and store data using available technologies 11.A.1e Arrange data into logical patterns and describe the patterns 11.A.1f Compare observations of individual and group results 11.B.1a Given a simple design problem, formulate possible solutions 11.B.1b Design a device that will be useful in solving the problem 11.B.1c Build the device using the materials and tools provided 11.B.1d Test the device and record results using given instruments, techniques and measurement methods 11.B.1e Report the design of the device, the test process and the results in solving a given problem 12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions 12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone) 12.B.1a Describe and compare characteristics of living things in relationship to their environments 12.B.1b Describe how living things depend on one another for survival 12.C.1a Identify and compare sources of energy (e.g., batteries, the sun) 12.C.1b Compare large-scale physical properties of matter (e.g., size, shape, color, texture, odor) 12.D.1a Identify examples of motion (e.g., moving in a straight line, vibrating, rotating) 12.D.1b Identify observable forces in nature (e.g., pushes, pulls, gravity, magnetism) personal electronic communication and interaction Last Updated 10/28/2009 I-SAIL 15

16 12.E.1a Identify components and describe diverse features of the Earth s land, water and atmospheric systems. 12.E.1b Identify and describe patterns of weather and seasonal change 12.E.1c Identify renewable and nonrenewable natural resources 12.F.1a Identify and describe characteristics of the sun, Earth and moon as familiar objects in the solar system 12.F.1b Identify daily, seasonal and annual patterns related to the Earth s rotation and revolution 13.A.1a Use basic safety practices (e.g., not tasting materials without permission, stop/drop/roll ) 13.A.1b Explain why similar results are expected when procedures are done the same way 13.A.1c Explain how knowledge can be gained by careful observation 13.B.1a Explain the uses of common scientific instruments (e.g., ruler, thermometer, balance, probe, computer) 13.B.1b Explain how using measuring tools improves the accuracy of estimates 13.B.1c Describe contributions men and women have made to science and technology 13.B.1d Identify and describe ways that science and technology affect people s everyday lives (e.g., transportation, medicine, agriculture, sanitation, communication occupations) 13.B.1e Demonstrate ways to reduce, reuse and recycle materials Social Sciences 14.C.1 Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others 14.F.1 Describe political ideas and traditions important to the development of the United States including democracy, individual Last Updated 10/28/2009 I-SAIL 16

17 rights and the concept of freedom 16.D.1 (US) Describe key figures and organizations (e.g., fraternal/civic organizations, public service groups, community leaders) in the social history of the local community 18.B.1a Compare the roles of individuals in group situations (e.g., student, committee member, employee/ employer) Physical Development and Health 22.B.1 Encourage and support others in making positive health choices (e.g., eating practices, cleanliness, safety practices) 22.C.1 Identify sources and causes of environmental health risks (e.g., air, soil, sun, water, noise, food, chemicals) 24.A.1a Differentiate between positive and negative behaviors (e.g., waiting your turn vs. pushing in line, honesty vs. lying) Social & Emotional Learning SEL- 3A: Consider ethical, safety, and societal factors in making decisions SEL-3B: Apply decision-making skills to deal responsibly with daily academic and social situations Last Updated 10/28/2009 I-SAIL 17

18 Grades K-2: Standard 4: Appreciates literature and other creative expressions of information and pursues information related to personal interests and aesthetic growth Is a competent and self- motivated reader Develops a background in types of literature and literary elements Derives meaning from information presented creatively in a variety of formats Seeks information related to personal well-being, such as career interests, community involvement, health matters, and recreational pursuits Designs, develops and evaluates information products and solutions related to personal interests LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Uses both text and visuals to understand literature B. Selects a "Just Right" book independently for personal reading C. Distinguishes between different types and elements of literature D. Analyzes and understands information presented creatively in a variety of nontextual formats E. Seeks information related to personal interests F. Selects resources and materials based on interest, need and appropriateness 1. Applies guidelines for choosing a Just Right book during literature selection 2. Reads or listens to traditional world literature/folklore (nursery rhymes, fairy tales, pourqoui tales, trickster tales, fables, tall tales, legends, myths) 3. Reads or listens to types of fiction in picture book and novel format (realistic fiction, historical fiction, fantasy, science fiction) 4. Reads or listens to nonfiction (biography, information books, poetry) 5. Increases understanding of literary elements of plot, character, setting, theme, point of view 6. Increases understanding English 1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials 1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge 1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions) 1.B.1d Read age-appropriate material aloud with fluency and accuracy 1.C.1a Use information to form questions and verify predictions 1.C.1b Identify important themes and topics 1.C.1d Summarize content of reading material using text organization (e.g., story, sequence) 1.C.1c Make comparisons across reading selections 1.C.1e Identify how authors and illustrators Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn Read, view, and listen for pleasure and personal growth Read widely and fluently to make connections with self, the world, and previous reading : Respond to literature and creative expressions of ideas in various formats and genres : Seek information for personal learning in a variety of formats and genres : Connect ideas to own interests and previous knowledge and experience : Display curiosity by pursuing interests through multiple resources : Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go Last Updated 10/28/2009 I-SAIL 18

19 of literature by participating in discussion (opinions & responses, compare/contrast, inferences, predictions) 7. Reads or listens to a variety of authors and illustrators 8. Engages in an in-depth study of an author's and/or illustrator's body of work 9. Is acquainted with award-winning literature 10. Responds to literature by participating in a variety of activities such as storytelling, drama, puppetry, finger plays, songs, poetry, reader's theater or visual arts 11. Is introduced to and utilizes a variety of formats (magazines, books, non-print, electronic resources, newspapers) 12. Reads for pleasure, to learn and to solve information needs 13. Seeks answers to questions 14. Explores topics of interest 15. Uses libraries, library resources, the Internet, and other information sources express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters) 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation 2.A.1a Identify the literary elements of theme, setting, plot and character within literary works 2.A.1b Classify literary works as fiction or nonfiction 2.A.1c Describe differences between prose and poetry 2.B.1a Respond to literary materials by connecting them to their own experience and communicate those responses to others 2.B.1b Identify common themes in literature from a variety of eras 2.B.1c Relate character, setting and plot to reallife situations 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, non print, human and technological resources to acquire and use information Math 6.A.1b Identify and model fractions using concrete materials and pictorial representations 9.A.1a Identify related two- and threedimensional shapes including circle-sphere, square-cube, triangle-pyramid, rectanglerectangular prism and their basic properties 9.A.1b Draw two-dimensional shapes 9.B.1c Identify lines of symmetry in simple figures and construct symmetrical figures using various concrete materials beyond academic requirements : Maintain openness to new ideas by considering divergent opinions, changing opinions or conclusions when evidence supports the change, and seeking information about new ideas encountered through academic or personal experiences : Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres : Recognize that resources are created for a variety of purposes : Seek opportunities for pursuing personal and aesthetic growth : Identify own areas of interest : Recognize the limits of own personal knowledge : Recognize how to focus the efforts in personal learning : Interpret new information based on cultural and social context : Develop personal criteria for gauging how effectively own ideas are expressed : Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge Recognize new knowledge and understanding Develop directions for future investigations : Organize personal knowledge in a way that can be called upon easily. Last Updated 10/28/2009 I-SAIL 19

20 9.C.1 Draw logical conclusions and communicate reasoning about simple geometric figures and patterns using concrete materials, diagrams and contemporary technology Social Sciences 16.B.1 (W) Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions 18.A.1 Identify folklore from different cultures which became part of the heritage of the United States Physical Development and Health 21.A.1c Work independently on tasks for short periods of time 22.A.1b Identify methods of health promotion and illness prevention (e.g., obtaining immunizations, hand washing, brushing and flossing teeth, eating practices, sleep, cleanliness) 22.A.1c Identify dangerous situations and safety methods to reduce risks (e.g., traffic, improper use of medicine and poisons, strangers 24.B.1 Recognize how choices can affect health (e.g., not brushing/tooth decay, smoking/risk of cancer and heart disease) Fine Arts 25.A.1b Drama: Understand the elements of acting, locomotor and nonlocomotor movement, vocal and nonvocal sound, story making; the principles of plot, character, setting, problem/resolution and message; and the expressive characteristics of simple emotions 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation 26.B.1b Drama: Demonstrate individual skills Last Updated 10/28/2009 I-SAIL 20

21 (e.g., vocalizing, listening, moving, observing, concentrating) and group skills (e.g., decision making, planning, practicing, spacing) necessary to create or perform story elements and characterizations Last Updated 10/28/2009 I-SAIL 21

22 Grades K-2: Standard 5: Understands and practices Internet safety when using any social electronic media for educational or leisure purposes. Practices strategies that promote personal safety and protect online and offline reputation Recognizes a variety of networked environments as public places that are governed by codes of behavior Knows how to protect electronic devices from harm in an online environment LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER Last Updated 10/28/2009 I-SAIL 22

23 Standards for Grades 3-5 Last Updated 10/28/2009 I-SAIL 23

24 Grades 3-5: Standard 1: Accesses information efficiently and effectively to inquire, think critically, and gain knowledge. Recognizes the need for information Formulates questions based on information needs Identifies a variety of potential sources of information Develops and uses successful strategies for locating information Seeks information from diverse sources, contexts, disciplines and cultures LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Explains an information need B. Understands the concept of keywords 1. Asks a question about finding a book or locating information in a print or non-print source 2. Begins to use print and/or non-print dictionary, encyclopedia, atlas 3. Begins to use table of contents and index 4. Identifies author, title, title page, illustrator, cover, spine, publisher, copyright date of print and/or non-print resources 5. Begins to determine possible print and/or non-print resources and select the most appropriate 6. Uses strategies to identify keywords 7. Begins to use the electronic library catalog 8. Locates materials on library shelves by call English 1.A.2a Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations 1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses 1.B.2a Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and extend ideas 1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension 1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information) 1.B.2d Read age-appropriate material aloud with fluency and accuracy 1.C.2c Compare and contrast the content and organization of selections 5.A.1a Identify questions and gather information 5.A.1b Locate information using a variety of resources 5.B.1a Select and organize information from various sources for a specific purpose 5.B.1b Cite sources used Use prior and background knowledge as context for new learning Develop and refine a range of questions to frame the search for new understanding Find, evaluate, and select appropriate sources to answer questions Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning Demonstrate mastery of technology tools for accessing information and pursuing inquiry Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Demonstrate creativity by using multiple resources and formats Display persistence by continuing to pursue information to gain a broad perspective Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary Use interaction with and feedback from Last Updated 10/28/2009 I-SAIL 24

25 number 9. Begins to understand that information can be found in a variety of sources and formats and recognizes the unique features of each 5.C.1a Write letters, reports and stories based on acquired information 5.C.1b Use print, non print, human and technological resources to acquire and use information 5.A.2a Formulate questions and construct a basic research plan 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs) 5.B.2a Determine the accuracy, currency and reliability of materials from various sources 5.B.2b Cite sources used 5.C.2a Create a variety of print and non print documents to communicate acquired information for specific audiences and purposes 5.C.2b Prepare and deliver oral presentations based on inquiry or research Math 10.B.2a Formulate questions of interest and select methods to systematically collect data Science 11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions 11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring 11.A.2d Use data to produce reasonable explanations 13.A.2c Explain why keeping accurate and detailed records is important 13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information) teachers and peers to guide own inquiry process Seek appropriate help when it is needed. Social Sciences 16.A.2c Ask questions and seek answers by Last Updated 10/28/2009 I-SAIL 25

26 collecting and analyzing data from historic documents, images and other literary and non-literary sources 16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States 16.D.2 (W) Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub- Saharan Africa) 16.E.2b (W) Identify individuals and events in the development of the conservation movement including John Muir, Theodore Roosevelt and the creation of the National Park System 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments Last Updated 10/28/2009 I-SAIL 26

27 Grades 3-5: Standard 2: Evaluates information critically and competently to draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge Determines accuracy, relevance, and comprehensiveness Distinguishes among fact, point of view, and opinion Identifies inaccurate and misleading information Selects information appropriate to the problem or question at hand LIBRARY BENCHMARKS OBJECTIVES ILLINOIS STATE LEARNING STANDARDS AASL STANDARDS FOR THE 21ST CENTURY LEARNER A. Identifies appropriate 1. Uses headings, English Continue an inquiry-based research sources of subheadings, table of 1.A.2b Clarify word meaning using context process by applying critical-thinking skills information contents, index clues and a variety of resources including (analysis, synthesis, evaluation, B. Identify facts and 2. Learns beginning notetaking skills glossaries, dictionaries and thesauruses organization) to information and knowledge details that support 1.B.2b Identify structure (e.g., description, in order to construct new understandings, main ideas 3. Identifies the appropriate compare/contrast, cause and effect, draw conclusions, and create new C. Analyze and evaluate use of reference materials, sequence) of nonfiction texts to improve knowledge. new information e.g. print and/or non-print comprehension Organize knowledge so that it is useful. based on previous encyclopedia, atlas, nonfiction book, website, etc. 1.C.2c Compare and contrast the content and Use strategies to draw conclusions experience and organization of selections Collaborate with others to exchange ideas, knowledge 4. Uses different clues to 1.C.2f Connect information presented in tables, develop new understandings, make D. Find similar ideas in determine important ideas maps and charts to printed or electronic decisions, and solve problems. more than one source in illustrations and text text Demonstrate flexibility in the use of E. Question the 5. Use common 5.A.1a Identify questions and gather resources by adapting information strategies differences between organizational patterns to information to each specific resource and by seeking sources make sense of information 5.A.1b Locate information using a variety of additional resources when clear conclusions 6. Work in groups to create resources cannot be drawn. and evaluate projects and 5.B.1a Select and organize information from Demonstrate personal productivity by information products various sources for a specific purpose completing products to express learning. 7. Cites sources used 5.C.1a Write letters, reports and stories based Connect understanding to the real world. on acquired information Consider diverse and global perspectives in 5.C.1b Use print, non print, human and drawing conclusions. technological resources to acquire and use Determine how to act on information information (accept, reject, modify). 5.A.2a Formulate questions and construct a Recognize new knowledge and basic research plan understanding. 5.A.2b Organize and integrate information Develop directions for future Last Updated 10/28/2009 I-SAIL 27

28 from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs) 5.B.2a Determine the accuracy, currency and reliability of materials from various sources 5.B.2b Cite sources used 5.C.2a Create a variety of print and non print documents to communicate acquired information for specific audiences and purposes 5.C.2b Prepare and deliver oral presentations based on inquiry or research investigations Access the process by which learning was achieved in order to revise strategies and learn more effectively in the future Math 6.D.2 Describe the relationship between two sets of data using ratios and appropriate notations (e.g., a/b, a to b, a:b 7.B.2a Determine and communicate possible methods for estimating a given measure, selecting proper units in both customary and metric systems 8.A.2a Identify, describe, extend and create geometric and numeric patterns 8.C.2 Explain operations and number properties including commutative, associative, distributive, transitive, zero, equality and order of operations 9.B.2 Compare geometric figures and determine their properties including parallel, perpendicular, similar, congruent and line symmetry 9.C.2 Formulate logical arguments about geometric figures and patterns and communicate reasoning 10.A.2b Using a data set, determine mean, median, mode and range, with and without the use of technology 10.A.2c Make predictions and decisions based on data and communicate their reasoning 10.B.2a Formulate questions of interest and select methods to systematically collect data 10.B.2d Interpret results or make relevant decisions based on the data gathered 10.C.2a Calculate the probability of a simple Last Updated 10/28/2009 I-SAIL 28

29 event 10.C.2b Compare the likelihood of events in terms of certain, more likely, less likely or impossible 10.C.2c Determine the probability of an event involving and, or or not Science 11.A.2d Use data to produce reasonable explanations 11.B.2a Identify a design problem and propose possible solutions 11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology) 11.B.2c Build a prototype of the design using available tools and materials 11.B.2d Test the prototype using suitable instruments, techniques and quantitative measurements to record data 11.B.2e Assess test results and the effectiveness of the design using given criteria and noting possible sources of error 11.B.2f Report test design, test process and test results 12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring 12.A.2b Categorize features as either inherited or learned (e.g., flower color or eye color is inherited; language is learned) 12.B.2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs) 12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature) 12.C.2a Describe and compare types of energy including light, heat, sound, electrical and mechanical Last Updated 10/28/2009 I-SAIL 29

30 12.C.2b Describe and explain the properties of solids, liquids and gases 12.D.2a Explain constant, variable and periodic motions 12.D.2b Demonstrate and explain ways that forces cause actions and reactions (e.g., magnets attracting and repelling; objects falling, rolling and bouncing) 12.E.2a Identify and explain natural cycles of the Earth s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns) 12.E.2b Describe and explain short-term and long-term interactions of the Earth s components (e.g., earthquakes, types of erosion) 12.E.2c Identify and classify recyclable materials 12.F.2a Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth s tilt, one s latitude, and where Earth is in its yearly orbit around the sun) 12.F.2b Explain the apparent motion of the sun and stars 12.F.2c Identify easily recognizable star patterns (e.g., the Big Dipper, constellations) 13.A.2a Demonstrate ways to avoid injury when conducting science activities (e.g., wearing goggles, fire extinguisher use) 13.A.2b Explain why similar investigations may not produce similar results 13.A.2c Explain why keeping accurate and detailed records is important 13.B.2a Explain how technology is used in science for a variety of purposes (e.g., sample collection, storage and treatment; measurement; data collection, storage and retrieval; communication of information) 13.B.2b Describe the effects on society of scientific and technological innovations (e.g., antibiotics, steam engine, digital Last Updated 10/28/2009 I-SAIL 30